Slot 4 Minds at Work - Scientific Skills HOTS and LOTS

IA
MA LAY S
N
UCAT IO AY SIA
ED AL
A CHER T ION M
FT E UC A
I T UTE O Y O F E D
INST MINISTR
Dual Language Programme (DLP)

SLOT 4 : MINDS AT WORK
1
At the end of the session, participants will be able to :
1. identify the various scientific skills in a given activity
2. refresh Bloom’s Taxonomy and formulate HOTS
and LOTS questions based on a stimulus.
INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA 2
• What is Scientific Method?
• The scientific method is used when creating and executing an
experiment
• The purpose of the scientific method is to have a systematic
way of testing ideas and reporting results in the process of
scientific inquiry
• Basically it is a way for scientists to study and learn things.
• By going through this process, scientists have a way to verify
their guesses and to double check each other. Carry out tests
and add some more tests and continue to refine your answer
to the question.

• The scientific method consists of six steps:
1. Define purpose
2. Gather information and observe (research)
3. Construct hypothesis
4. Test hypothesis and collect data
5. Analyze data
6. Draw conclusion
7. Communicate result

• Good understanding of independent and dependent
variables
• Examples:
1. I want to know if water freezes faster on its own or
with sugar added to it.
2. I want to know if a bean plant will grow more
quickly outside or inside
3. I want to know the level of solubility of common
household substances

• Define Purpose:
I want to know if water freezes faster on its own or with sugar
added to it.
• Construct Hypothesis:
The null hypothesis is that there will be no difference in how
long it takes the water to freeze, whether or not it has sugar
added to it. The alternative hypothesis is that there will be a
statistically significant difference in freezing time between
the two scenarios.

• Test Hypothesis and Collect Data:
• Fill two identical containers with the same amount of room

temperature water.
• Add a measured amount of sugar to one of the containers.
• Place the two containers into the freezer.
• At regular intervals of 15 minutes, open the freezer and observe the
status of the water in each container.
• Continue until both have completely frozen.
• Write down the time it took for each container of water to reach a
fully frozen level.

• Analyze Data:
Look at the time it took for each container of water to freeze.
Did the water with sugar added take a significantly longer or
shorter amount of time to freeze?
• Draw Conclusion:
Based on the results of your experiment, come to a conclusion
as to whether water with sugar freezes faster, slower, or at
the same rate as water without sugar added.
•

• Communicate Results:
Report your findings in the form of a written report as an oral
presentation
• In the case of this experiment, you may choose to vary the

amount of sugar added (during step 3 of the scientific method
above) to see if it alters the results as well. This could be a
more robust experiment as you would then have additional
data to report.

Experiment: Dissolving Substances
•Title : Solubility of substances

•Aim: To explore the varying levels of solubility of common household
substances.
•Material needed:
1.4 clear 100 ml beaker filled with plain tap water
2.Flour
3.Salt
4.Talcum powder or baby powder
5.Granulated sugar
6.Stirrer
7.Plastic teaspoon
.
Procedures:
•Carry out an experiment to find the levels of solubility of the given

substances.
•Record your observation and discuss your result
•Derive a conclusion

Step 1 : Begin by forming “question” before starting the experiment
Step 2 : Make a hypothesis for each substance. Write down the

predictions.
Step 3: Scoop a teaspoon of each substance in the beaker, by adding

only substance per beaker. Stir it up!
Step 4: Observe whether or not each substance dissolves and record the
findings
Step 5: Come up with a conclusion

Definition: The ability to use scientific knowledge to identify
questions that can be answered through a scientific process
and draw conclusions based on facts to understand the natural
world… (Tagliagambe,2006)
Where can you find

information on Scientific
Skills?
DSKP:
DSKP:
DOKUMEN STANDARD
KURIKULUM dan PENTAKSIRAN

DSKP SCIENCE YEAR 2

DSKP SCIENCE YEAR 2

DSKP SCIENCE YEAR 2

DSKP SCIENCE YEAR 2

DSKP SCIENCE YEAR 2

DSKP SCIENCE YEAR 2

• The most basic skill in
science. Observations are
made by using the 5 senses.
• Examples:
• The learner is blind-folded
and makes observations using
the sense of touch.
• The learner makes
observations about a
coin using the 5 senses.

MINISTRY OF EDUCATION MALAYSIA
• Using observation to group objects or events
according to similarities and differences
• Examples: living things / non-living things
• The learner uses a magnet to classify objects
as magnetic or nonmagnetic.
• The learner uses a balance and sort objects
according to mass.

• Making quantitative observations using numbers and
tools with standardized units (SI). Measuring makes
observation more accurate.
• Examples:
• The learner finds the length of different objects.
• The learner finds mass and weight of different objects.
• The learner measures time taken for a period of
pendulum

• Using words or graphic symbols tables, graphs,
figures or models to describe an action, object
or event.
• It is important to be able to share our
experiences. This can be done with graphs,
diagrams, maps, and spoken word.
• Examples:
• The learner creates a line graph showing the
relationship between acceleration and the mass
of a marble.

• Using past experiences or previously collected data
to draw conclusions and make explanation of
events.
• An inference is an explanation based on an
observation. It is a link between what is observed
and what is already known.
• Examples: You see a wet road.

• Inference: It must have rained.
• You see a dead cat on the road. What is your
inference?

• Stating the outcome of future event based on prior
knowledge gained through experiences or collected
data.
• What do you think will happen? It is an educated guess
based on good observations and inferences about an
observed event or prior knowledge.
• Examples:
• The learner predicts what happens to speed of objects
with different mass rolling down an inclined plane.
• The learner writes a hypothesis about the effect of
increasing salt on the buoyancy of an egg.

1. Using space-time relationship: Describing changes in
parameters with time. Examples of parameters are: location,
direction, shape, size, volume, weight, mass etc.
2. Interpreting data: Giving rational explanations about an
object, event or pattern derived from collected data.
3. Defining operationally: defining all the variable as they are
used in the experiment by describing what must be done and
what should be observed.
4. Controlling Variables: Identifying the fixed variables,
manipulated variables and responding variable in an
investigation.

5. Hypothesising: Making a general statement
about the relationship between a manipulated and
responding variable to explain an event or observation.
This statement can be tested to determine its validity.
6. Experimenting: Planning and conducting
activities to test a certain hypothesis. These activities
include collecting, analysing and interpreting and
making conclusions.

• Definition : Psychomotor skills that enable us to carry out practical
works in science. It involves the development of hand-eye
coordination
• A student’s ability to manipulate scientific apparatus is an important
issue. A study conducted in United Kingdom found that students not only
lack appropriate manipulative skills but also lack confidence in
conducting practical work due to a lack of practice (Abrahams, Reiss &
Sharpe, 2013).
• A lack of student exposure to hands-on activities at the primary level
could lead to a deficiency in manipulative skills. Students will carry this
problem to the secondary school level and possibly to higher levels of
education (Ferris and Aziz, 2005)

1. Use and handle science apparatus and substances
To know which appropriate instrument to use in
certain situation and know how to read the scale on
the instrument that is being used
2. Handle specimens correctly and carefully
Plants
- Take only necessary plants to the lab
- Return specimens to its original place
- Do not handle poisonous plants
Animals
- Place small animals in petri dishes
- If still alive, release them

3. Drawing specimens ,apparatus
- Guidelines in drawing :
Use pencil and unlined paper
Draw it large so that important details can be seen easily
Draw on the left side, labels on the right side
Labels one under the other
Use ruler to draw lines for labeling, do not cross line
No shade or colour
Title at the top
4. Cleaning science apparatus
- Clean all apparatus properly and carefully
- Make sure the right cleaning method
- For extra dirty glassware, soak overnight
- Clean and dry all apparatus before storing

5. Storing science apparatus
- Return all apparatus to its original location
- Make sure all apparatus are dry before storing

Experiment: Dissolving Substances
•Title : Solubility of substances

•Aim: To explore the varying levels of solubility of common household
substances.
•Material needed:
1.4 clear 100 ml beaker filled with plain tap water
2.Flour
3.Salt
4.Talcum powder or baby powder
5.Granulated sugar
6.Stirrer
7.Plastic teaspoon
.
Procedures:
•Carry out an experiment to find the levels of solubility of the given

substances.
•Record your observation and discuss your result
•Derive a conclusion

Step 1 : Begin by forming “question” before starting the experiment
Step 2 : Make a hypothesis for each substance. Write down the

predictions.
Step 3: Scoop a teaspoon of each substance in the beaker, by adding

only substance per beaker. Stir it up!
Step 4: Observe whether or not each substance dissolves and record the
findings
Step 5: Come up with a conclusion

• Can you come up with “the Title of the activity”
- Answer:
• Can you come up with “an aim for the activity”
- Answer:
• Identify the basic science skills found in the activity
Basic science skills Y/N Justification

Observing
Classifying
Measuring
Communicating
Inferring
Predicting
Identify the Integrated Science Skills found in the activity
Intergrated Y/N Justification

science skills
Using space-time
relationship
Interpreting data
Defining
operationally
Controlling
Variables
Hypothesising
Experimenting

• Is there any manipulative skills present while
doing the activity?

• Scientific Method (briefly)
• Scientific Skills: Basic Science Skills and
Integrated skills
• Manipulative Skills.

IA
MA LAY S
N
UCAT IO AY SIA
ED AL
A CHER T ION M
FT E UC A
I T UTE O Y O F E D
INST MINISTR
Part 2:
The Revised Bloom’s
Taxonomy
Bloom’s Taxonomy (Revised)
(Penilaian)
HOTS (Mencipta)
(KBAT)
(Sintesis) (Menilaian)
(Analisis) (Menganalisis)
(Aplikasi) (Mengaplikasi)
(Kefahaman) (Memahami)
(Pengetahuan) (Mengingat)
Benjamin Bloom (1956) Anderson and Krathwohl (2001)

Original Revised
Evaluation Creating
Synthesis Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Knowledge
Understanding
Remembering
Noun Verb
Bloom’s Revised Taxonomy

– Describing – Retrieving
– Finding
– Identifying – Naming
– Listing
– Locating
– Recognizing
Can students recall information?

– Classifying – Inferring
– Comparing – Interpreting
– Exemplifying – Paraphrasing
– Explaining – Summarizing
Can students explain ideas or concepts?

– Implementing – Using
– Carrying out c = – Executing
Can students use the information in

another familiar situation?
– Attributing – Integrating
– Comparing – Organizing
– Deconstructing – Outlining
– Finding – Structuring
Can students break information into parts to

explore understandings and relationships?
– Checking – Hypothesising
– Critiquing – Judging
– Detecting – Monitoring
– Experimenting – Testing
Can students justify a decision or a course of

action?
– Constructing – Making
– Designing – Planning
– Devising – Producing
– Inventing
Can students generate new products,

ideas, or ways of viewing things?
• Higher level questions require complex application,
analysis, evaluation or creation skills
• Higher level questions
– Encourage students to think more deeply and critically
– Facilitate problem solving
– Encourage discussions
– Stimulate students to seek information on their own

• Lower level questions—remembering, understanding
& lower level applying levels
• Lower level questions
– Evaluate students’ preparation and comprehension
– Diagnose students’ strengths and weaknesses
– Review and/or summarizing content

REMEMBERING
What is____? How did ____ What do you
Where is ____? happen? recall about ____?
Who were the Which one ____? Select ____.
main ____? How is ____? Who was ____?
Why did ____? When did ____
When did ____? happen?
How would you List three ____.
show ____? How would you
describe ____?

UNDERST ANDING
How would you What What could be a

explain ____? characteristics reason for ____?
How would you identify ____? What can you
identify ____? What is the interpret from the
How are these difference between graph/table?
alike? Different? ____? Which does not
How would you What relationship belong?
differentiate exists between What would
between ____? ____? happen if ____?
What do you What patterns exist
conclude from ____?
____?INSTITUTE OF TEACHER EDUCATION MALAYSIA
APPL YING
How would you make How would you use the Predict what would
use of ____? facts to investigate ____? happen if ____?
How does ____ apply Using what you know, What would result if
to ____? how would you design ____?
How would you ____? Show me a way to
modify ____? Utilize ____ to ____. organize ____.
Under what Illustrate a way to ____. Why does ____
conditions would you What other way would work?
____? you demonstrate ____? Using what you have
How could you apply Identify the results if learned, how would
what you have read to ____? you solve ____?
construct ____?

ANAL YSING
Determine what could What are the What assumptions can

have caused ____? components of ____? you make/were made
Discuss the pros and What is the reason for about ____?
cons of ____? ____? What is your analysis
Explain why it is not What observations can of ____?
possible for ____. you make from ____? What ideas validate
How would you order What evidence will ____?
____? support/refute ____? What conclusions can
How would you What relationship you deduce ____?
document ____? exists between ____? Under what conditions
Justify your conclusion What inference can ____?
about ____. you make/were made Using the assumption
____. from ____? of the ____ theory,
analyze ____?
EV ALUA TING
Create/propose an Propose a What could be done to
alternative to ____? hypothesis/an integrate ____?
How would you experiment for ____. How would you test
improve ____? Develop a model to ____?
Devise a way to ____? represent ____. What would happen if
Hypothesize the Think of an original ____?
reason for ____? way to represent ____. How would you
Design a fair test for Develop an combine ____ to
____. experiment to create a different
Predict the outcome of determine ____. ____?
____? What solutions would What changes would
Develop a theory to you suggest for ____? you make to revise
explain ____. Elaborate on ____. ____?
State a case that would
support/reject ____.

CREA TING
Based upon the How would you What criteria would you
evidence, explain prove/disprove ____? use to assess ____?
your choice. Rate the ____. What choice would you
How else would State a case that would have in ____ situation?
you ____? support/reject ____. What is your opinion of
How would you What is the most ____?
critique ____? important ____? Which ____ is valid?
How would you What data was used to Would it be better if ____?
verify ____? evaluate ____? Why/why not?
What would you conclude
about ____?
What design you think
most appropriate to solve
the problem?

• List three man-made objects in the photo
• What is the colour of the sand?
• What types of plants can you observe from the
photo?
• Where do you think the photo is taken?

• What inferences can you make from the photo?
• How would you describe this image?
• What are the possible dangers that people might be
exposed to in this area?
• What could happen if too many people visit the
place?

• Form as many questions as you can based on
your observation? (10 minutes)

• Form as many questions as you can based on
your observation? (10 minutes)
• From the questions that you have come up with, choose three
LOTS and HOTS questions.
• Write those questions on “kertas mahjong” and paste it on the
wall.
• Gallery walk:
• Use 4 different colors of Sticker Notes to comment:
- 4 types of comments:
a) compliments
b) rephrasing the question
c) justification on the level of taxonomy
d) Incorrect level of taxonomy
• Presenter will discuss on comments made

• What have we covered?
1. Bloom Taxonomy : revisited
2. Discuss HOTS and LOTS questions
- notice the difference between HOTS and LOTS questions

Hope you have gained some positive
input from this session.
THANK YOU


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IA

Dual Language Programme (DLP)

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

• Fill two identical containers with the same amount of room

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

• In the case of this experiment, you may choose to vary the

INSTITUTE OF TEACHER EDUCATION MALAYSIA

•Title : Solubility of substances

•Carry out an experiment to find the levels of solubility of the given

INSTITUTE OF TEACHER EDUCATION MALAYSIA

Step 2 : Make a hypothesis for each substance. Write down the

Step 3: Scoop a teaspoon of each substance in the beaker, by adding

Step 5: Come up with a conclusion

INSTITUTE OF TEACHER EDUCATION MALAYSIA

Where can you find

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

• Examples: You see a wet road.

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

•Title : Solubility of substances

•Carry out an experiment to find the levels of solubility of the given

INSTITUTE OF TEACHER EDUCATION MALAYSIA

Step 2 : Make a hypothesis for each substance. Write down the

Step 3: Scoop a teaspoon of each substance in the beaker, by adding

Step 5: Come up with a conclusion

INSTITUTE OF TEACHER EDUCATION MALAYSIA

Basic science skills Y/N Justification

Intergrated Y/N Justification

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

Benjamin Bloom (1956) Anderson and Krathwohl (2001)

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA

Can students recall information?

Can students explain ideas or concepts?

Can students use the information in

Can students break information into parts to

Can students justify a decision or a course of

Can students generate new products,

INSTITUTE OF TEACHER EDUCATION MALAYSIA

INSTITUTE OF TEACHER EDUCATION MALAYSIA